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Facing Failure and Breeding Success

Amid the dense, sinister forest, nine soldiers nervously patrol between the trees. Suddenly, shots ring out. Explosions go off. The squad leader is abruptly killed. The resulting situation can only be described as pure chaos as the remaining soldiers frantically try to control the situation. Their indecisiveness leads to the decimation of the entire squad. This is the life of a West Point Cadet during Cadet Basic Training. The officers in charge of the training promptly inform them that their squad has failed the mission, and for many in the squad this is the first time they have failed in their lives.

In order to develop extraordinary leaders, West Point officers ask students to review their mistakes after their simulations. Failure is expected throughout life, but having the ability to learn from failure is considered a key path to growth. Learning from failure leads to humility, adaptation, and resiliency; unfortunately, most students are taught to fear failure from a young age. To combat this trend, educators can emphasize having a growth mindset, encourage learning from past failures, and ask students to reflect regularly on, rather than ruminate over, failures.

The first step educators should take is to address student mindsets which are the basis to tangible results. Overall, there are two types of mindsets towards success: fixed and growth. With a fixed mindset, students believe they either have what it takes to succeed or they don’t. Instead of failure serving as an opportunity for growth, students with fixed mindsets are convinced that failing a test means they are not meant to succeed. Conversely, a growth mindset paints failure as a chance for growth – showing students where improvements can be made, and which errors to avoid. By fostering a shift from fixed to growth mindsets, students will be empowered to persevere, instilling resiliency. We propose that teachers incorporate a unit on growth mindsets at the beginning of each year which would encourage students to develop natural abilities to overcome setbacks.

The second step is to restructure the school environment so that it’s a safe place to encounter and learn from failures. By giving students the chance to constantly critique and review themselves in class, the idea of “growth from failure” would become an educational process. If failures are seen as learning opportunities, it would allow for students to engage their critical thinking skills when they encounter setbacks in classes. Reviewing oneself, however, is not sufficient. Students have to learn to take action based on their review of results because that would give them the chance to grow. Currently, K-12 students are reviewed on a long-term basis using standardized tests and report cards. This is not effective feedback because it distances students from their results. This can be done by incorporating short-term, personalized feedback into the routine of education. This would make the idea of encountering obstacles a less daunting occurrence. Eliminating the fear of failure in our students would make them more willing to seek academic challenges. Furthermore, this would extend beyond the classroom and into their lives as leaders of a rapidly evolving and ever-complex world.

Finally, we need constructive and personalized feedback which West Point has already established. The After Action Review (AAR) is used to provide feedback to Soldiers following a mission. The questions include: “What was supposed to happen?” “What actually happened?” “What were three things that could have gone better?” and “What were three things that you did well?” These questions provide the opportunity for leaders and followers to engage in effective retrospective evaluation. Additionally, it serves as a medium to provide short-term feedback that will serve as a catalyst for future growth.

In the classroom or home environment, similar practices will have significant benefits for children and young adults. It facilitates growth from failures and successes alike. Additionally, such evaluations encourage people to continually reflect on life’s situations regardless of having an adult instruct them to do so or not. It is activities such as an AAR that provide the positive structure and framework within which students can truly grow and develop through their failures in order to enhance their successes.

We have a responsibility to place our children in a position to grow and improve, instilling the importance of learning from failures. This is essential for their academic and professional careers as leaders. We must ensure that they are educated to meet the demands of a complex and dynamic world. This new generation of leaders must be comfortable facing challenges in order to truly be successful.

The views expressed herein are those of the authors and do not purport to reflect the position of the United States Military Academy, the Department of the Army, or the Department of Defense.